Grade 7 Informational Mini-Assessment
“Santorio Santorio and the Thermometer”
This grade 7 mini-assessment is based on the text “Santorio Santorio and the Thermometer” by Robert
Mulcahy. This text is considered to be a text worthy of students’ time to read and also meets the
expectations for text complexity at grade 7. Assessments aligned to the Common Core State Standards
(CCSS) will employ quality, complex texts such as this one. Because the topic of the text is scientific, the
mini-assessment will measure both Reading Standards for Informational Text as well as Reading
Standards for Literacy in Science and Technical Subjects.
Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus
on minor points of the text. Questions also may address several standards within the same question
because complex texts tend to yield rich assessment questions that call for deep analysis. In this miniassessment there are seven questions that address the Reading Standards below and one constructedresponse question that addresses Reading, Writing, and Language Standards.
We encourage educators to give students the time that they need to read closely and write to the
source. While we know that it is helpful to have students complete the mini-assessment in one class
period, we encourage educators to allow additional time as is necessary.
The questions align to the following standards:
RI.7.1
RI.7.2
RI.7.3
RI.7.4
RI.7.5
RI.7.8
RST.6-8.1
RST.6-8.6
RST.6-8.8
W.7.1
W.7.4
W.7.9
L.7.1
L.7.2
L.7.3
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or
events, or how individuals influence ideas or events).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the impact of a specific word choice on meaning and tone.
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole
and to the development of the ideas.
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims.
Cite specific textual evidence to support analysis of science and technical texts.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a
text.
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
Write arguments to support claims with clear reasons and relevant evidence.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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Contents
Grade 7 Mini-Assessment – “Santorio Santorio and the Thermometer” print for students ............... p. 3
Information for Teachers: Quantitative and Qualitative Analyses of the Text................................. p. 10
Question Annotations: Correct Answer(s) and Distractor Rationales ............................................. p. 12
Additional Resources for Assessment and CCSS Implementation ................................................... p. 16
The assessment questions in this document align with the CCSS and reflect the instructional shifts
implied by the standards. To learn more about these topics, please go to the following link:
www.achievethecore.org
2
Grade 7 Mini-Assessment – “Santorio Santorio and the Thermometer”
Today you will read a passage about Santorio Santorio (March 1561 – February 1636), a physician and
professor. You will then answer several questions based on the text. I will be happy to answer
questions about the directions, but I will not help you with the answers to any questions. You will
notice as you answer the questions that some of the questions have two parts. You should answer
Part A of the question before you answer Part B, but may return to Part A if you wish.
Take as long as you need to read and answer the questions. If you do not finish when class ends, come
see me to discuss the ways you may have additional time.
Now read the passage and answer the questions. I encourage you to write notes in the margin as you
read the passages.
“Santorio Santorio and the Thermometer”
by Robert Mulcahy
1
Galileo built the first working thermoscope. He took a small glass tube filled with air
and rubbed it in his hands to warm it up. Then he turned the tube over and put the
open end in a small bowl of water. As the air in the tube cooled, water rose into the
tube.
2
Since cooler air takes up less space than warm air, there would be more space for the
water as the air in the tube cooled. The water rising slowly in the tube showed that the
air was cooling. When Galileo rubbed the glass tube again, the air inside would heat
up, and the water level in the tube would slowly drop because the warmer air took up
more space than the cooler air. Although the increase and decrease could be seen, the
thermoscope could not measure the degree of the change in a mathematical way.
3
Despite this lack of precision, Galileo had constructed a wonderful invention. Yet, he
considered it to be a useless toy and even called it a “little joke.” As far as anyone
knows, the famous physicist, mathematician, and astronomer never tried to adapt the
thermoscope into a device to measure the temperature of the human body.
4
It was Santorio Santorio, the physician who had devoted his life to measurements, who
realized that he could use the thermoscope to measure body temperature. He made
two important changes that transformed Galileo’s thermoscope into the
thermometer.
5
Santorio’s first innovation was making a glass tube into which a patient could breathe.
The person’s breath would heat up the air, which would push the water level down
inside the tube. If the person had a fever, the water level in the tube would be pushed
down farther because the patient’s breath would be hotter. Santorio colored the water
in the tube green so doctors could see it more easily.
6
Secondly, Santorio added regularly spaced marks, or tick marks, to his device. This may
appear to be a very minor addition to Galileo’s thermoscope, but it was actually a very
3
important one. With the tick marks, Santorio could get a reading of a patient’s
temperature and compare this reading to the temperatures of other patients. Or, he
could compare the reading to earlier readings taken on the same patient. Santorio
knew the thermometer would enable doctors to determine a person’s temperature
exactly, making both diagnosis and treatment more precise.
7
After inventing the thermometer, Santorio built a device to measure a person’s pulse
rate. Today, people can find their pulse rates without special instruments: they only
have to count how many times their pulse beats within a certain period of time. Since
the clocks of Santorio’s day had no second hand, measuring time exactly was difficult.
8
To solve this problem, Santorio built a pendulum—a weight hanging on the end of a
piece of string. Then he matched the swing of the pendulum to a person’s pulse rate
by changing the length of the cord on which the weight was hanging. He improved this
device by tying a knot in the cord and measuring the position of the knot on a
horizontal scale. Santorio called this device the pulsilogium.
9
Among the many other devices Santorio built was a hydroscope, which measured the
amount of water in air. To help patients who were paralyzed or had to remain
immobile while healing, he invented a bag filled with water in which they could lie and
bathe without moving from their bed. He also invented an instrument for removing
bladder stones.
10
Santorio spent so much time treating patients and inventing that his students at the
university accused him of not devoting enough time to his teaching. Although these
charges were dismissed, Santorio was bitter over the criticism and retired from the
university in 1624. As a reward for his years of outstanding work, however, the
Venetian government continued to pay him his university salary for the rest of his life.
11
In 1630, Venetian officials asked Santorio to organize the efforts of doctors in their city
to combat a plague. That same year, Santorio was elected president of the Venetian
College of Physicians. On February 22, 1636, Santorio Santorio died from a urinary tract
disease and was buried in the Church of the Servi in Venice. When the church was
destroyed in 1812 during the Napoleonic Wars, Santorio’s skeleton was salvaged, and
his skull is now in the museum at the University of Padua.
12
A wealthy and respected man, Santorio had never married. As he had no family, he
willed his money to endow schools and fund other charities and scientific endeavors.
Excerpt from “Medical Technology: Inventing the Instruments” by Robert Mulcahy, ©1997 by The Oliver
Press; pgs 21-24; ISBN 1-881508-34-X.
4
QUESTIONS
1. The following question has two parts. Answer Part A and then answer Part B.
Part A: In paragraph 3 of the text, what is the meaning of the word precision in the phrase lack of
precision?
A. exactness
B. flexibility
C. clarity
D. value
Part B: Which quotation from paragraphs 2 and 3 best helps the reader to determine the meaning
of lack of precision?
A. “warmer air took up more space”
B. “increase and decrease could be seen”
C. “could not measure the degree of change”
D. “had constructed a wonderful invention”
2. Which two statements describe the central ideas of the text?
A. Galileo invented an early version of the thermometer, which he called the thermoscope.
B. Santorio had many accomplishments during his lifetime.
C. Santorio was not appropriately recognized for his contributions to the medical community.
D. Santorio’s many medical inventions were helpful to both patients and doctors.
E. Galileo inspired many of Santorio’s inventions.
F. Santorio played a major role in fighting the plague in Italy and training others at the university.
5
3. The following question has two parts. Answer Part A and then answer Part B.
Part A: Which two statements describe how paragraphs 1, 2, and 3 contribute to the development
of ideas in the text?
A. They reveal to the reader that Galileo and Santorio both felt they were not appreciated by the
scientific community.
B. They explain the nature of the thermoscope and how it works, which helps the reader
understand the basic function of a thermometer.
C. They suggest that the experiments conducted during Galileo’s time had less scientific
importance than those of Santorio’s time.
D. They prove that Galileo should be given full credit for Santorio’s many inventions.
E. They examine the similarities of Galileo and Santorio to emphasize how scientific minds typically
function.
F. They show that Galileo’s discovery about the function of warm air in a tube was essential to one
of Santorio’s later inventions.
Part B: Which sentence from the passage best supports the answers to part A?
A. “Yet, [Galileo] considered it to be a useless toy and even called it a ‘little joke.’”
B. “As far as anyone knows, the famous physicist, mathematician, and astronomer never tried to
adapt the thermoscope into a device to measure the temperature of the human body.”
C. “It was Santorio Santorio, the physician who had devoted his life to measurements, who realized
that he could use the thermoscope to measure body temperature.”
D. “If the person had a fever, the water level in the tube would be pushed down farther because
the patient’s breath would be hotter.”
4. In paragraphs 4, 5, and 6, the author describes Santorio’s updates to Galileo’s thermoscope. Circle
one sentence from these paragraphs in which the author makes a judgment based on factual
evidence about these updates.
6
5. Which statement below best describes how a thermometer works?
A. When a patient breathes into a tube, warm air expands, making the water level lower, thus
showing the patient has a high temperature that indicates illness.
B. When a patient breathes into a tube, the pressure from the lungs makes the water level rise,
thus showing that the harder a person blows the healthier he or she is.
C. When a patient breathes into a tube, the warm air mixes with the water, making the water level
lower, thus showing the patient has a high temperature that indicates illness.
D. When a patient breathes into a tube, his or her pulse increases, which makes their breath
warmer and makes the water level rise, thus showing that the higher one’s pulse rate is, the
higher one’s temperature is.
6. Because there were no second hands on clocks during Santorio’s time, it was difficult to
determine a patient’s pulse. How did Santorio solve this problem?
A. He created a bag filled with water to keep patients comfortable while lying still.
B. He added tick marks to Galileo’s device to read and compare patients’ temperatures.
C. He developed a pendulum with a weight and cord to measure rate.
D. He invented a hydroscope to determine how much water is in the air.
7. In the final paragraph of the passage, the author says that Santorio was a “respected man.” Which
fact from the passage best supports this statement?
A. Although these charges were dismissed, Santorio was bitter over the criticism and retired from
the university in 1624.
B. On February 22, 1636, Santorio Santorio died from a urinary tract disease and was buried in the
Church of the Servi in Venice.
C. When the church was destroyed in 1812 during the Napoleonic Wars, Santorio’s skeleton was
salvaged, and his skull is now in the museum at the University of Padua.
D. As he had no family, he willed his money to endow schools and fund other charities and
scientific endeavors.
7
8. (Optional Writing Prompt): What was Santorio Santorio like as a person? Make a claim about what
kind of person he was and defend your claim using evidence from the text. Write your response in the
lines below.
Your response will be scored on how well you:





Demonstrate your understanding of the ideas of the text
Use evidence from the text to help develop and support your ideas
Organize your response in a logical manner
Demonstrate an appropriate writing style through the use of precise word choice and
varied sentences
Use standard conventions for writing
8
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Information for Teachers: Quantitative and Qualitative Analyses of the Text
Regular practice with complex texts is necessary to prepare students for college and career readiness.
The excerpt for this mini-assessment is placed at grade 7 for the purpose of this exemplar. This section
of the exemplar explains the process that was used to place the text at grade 7 and the reasons that it
meets the expectations for text complexity in Reading Standard 10. “Appendix A of the Common Core”
and the “Supplement to Appendix A: New Research on Text Complexity” lay out a research-based
process for selecting complex texts.
1. Place a text or excerpt within a grade band based on at least one1 quantitative measure
according to the research-based conversion table provided in the “Supplement to Appendix A:
New Research on Text Complexity” (www.corestandards.org/resources).
2. Place a text or excerpt at a grade-level based on a qualitative analysis.
“Santorio Santorio and
the Thermometer”
Quantitative Measure #1
Flesch-Kinkaid: 10.1
Quantitative Measure #2
Reading Maturity: 9.5
After gathering the quantitative measures, the next step is to place the quantitative scores in the
Conversion Table found in the “Supplement to Appendix A” (www.corestandards.org/resources) and
determine the grade band of the text. NOTE: With scientific texts, there are often many scientific
terms that drive the readability ratings up. Careful attention should be paid to the complexity of the
topic itself in these cases so that the scientific terms don’t force the passage into a grade level that is
too high for the concept.
Figure 1 reproduces the conversion table from the Supplement to Appendix A, showing how the initial
results from Flesch-Kinkaid and the Lexile measure were converted to grade bands.
1
For higher stakes tests, it is recommended that two corresponding text complexity measures be used to place a
text in a grade band. When two measures are used, both placing the text in the same band, the results provide
additional assurance that the text selected is appropriate for the band.
10
To find the grade-level of the text within the designated grade band, engage in a systematic analysis of the characteristics of the text. The
characteristics that should be analyzed by doing a qualitative analysis, a sample of which can be found in Appendix A of the CCSS.
(www.corestandards.org).
Qualitative Analysis
“Santorio Santorio and the Thermometer”
Category
Notes and comments on text, support for placement in this band
Structure: (both story
structure or form of piece)
This passage at first appears to be structured chronologically, starting with Galileo and
moving to additional advancements that Santorio made to the thermometer. However,
after the discussion of the thermometer, the text moves on to explore other inventions by
Santorio and then gives a glimpse of how his passion to improve the world influenced his
later life. Additionally, within the discussion of the various medical advances, cause and
effect is a prominent structure. The complexity of the text is considered high for middle
school students.
Language Clarity and
Conventions
Although most of the vocabulary can be expected to be accessible to seventh grade
students, some of the scientific terms and proper nouns may present challenges.
Additionally, words such as innovation and endow may be difficult. It will be important for
students to use word strategies to be successful with this text. Although the text contains
mostly compound and complex sentences, the use of standard punctuation will enable
students to navigate through it reasonably well.
Knowledge Demands (life,
content, cultural/literary)
To understand the text, it would be helpful for students to know some basic medical
terms (temperature, pulse), the fact that Galileo is known as one of the greatest scientists
in history, and that the time period of Santorio had limited technology even to the point
of no electricity. But even without that knowledge, the information needed to answer the
questions lies within the four corners of the text.
Levels of Meaning (chiefly
literary)/ Purpose (chiefly
informational)
The main purpose of the text is implicit but readily accessible: Santorio Santorio made
numerous valuable contributions to the medical profession and was committed to helping
improve the world.
Overall placement:
Grade 7
Justification: This text is complex in regard to organizational structure and knowledge
demands. The vocabulary and sentence structure may be challenging but are still
accessible to the average 7th grader. This mini-assessment may be most appropriate for
advanced seventh graders early in the year, all seventh graders later in the year, or even
8th graders in their first semester.
Where to place within the band?
early
6–
mid 6
end 6early 7
Midend
7
Early
–
mid
8
End 8
NOT
suited
to
band
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Question Annotations & Correct Answer and Distractor Rationales
Question
Number
1 Part A
Correct Answer(s)
Standards
A
RI.7.4,
RI.7.1
1 Part B
2
Rationales for Answer Options
A. This is the correct answer. “Precision” means “exactness.” Galileo’s thermoscope generated visible changes,
but because the apparatus lacked precision, the exact measurements could not be determined.
B. “Flexibility” means the state of being able to adapt or bend. The problem with the thermoscope was that it
was not able to provide exact measurements, not whether or not it could bend.
C. The problem with the thermoscope wasn’t that the measurements were unclear; it was that they were
imprecise, and could not measure with “exactness” or “precision.”
D. The thermoscope actually proved to be very valuable later, as it served as a basis for the invention of the
thermometer, but “precision” does not mean “value.”
C
A. “Warmer air took up more space” does not help explain “lack of precision.” This term explains the scientific
principle behind the thermoscope, not how precisely it measured specific units.
B. “Increase and decrease could be seen” does not help explain “lack of precision.” This phrase explains that
there was a visible change, but focuses on general instead of specific, precise changes.
C. This is the correct answer. “Could not measure the degree of change” explains the lack of precision with the
thermoscope. To maximize its potential, the thermoscope needed to be able to measure precisely.
D. “Had constructed a wonderful invention” does not help explain lack of precision. This phrase focuses on the
creation of the thermoscope, not its ability to work exactly.
B, D
A. This statement describes a minor detail included in the article to demonstrate Santorio’s genius: developing
an integral tool Galileo had considered a toy.
B. This is a correct answer. This text explains several important inventions Santorio created, like the
thermometer, the pulsilogium, and hydroscope, as well as Santorio’s roles of teacher, college president, and
benefactor.
C. This statement is incorrect, as it is inaccurate. Although Santorio was disciplined for appearing to not focus
on teaching, he was later recognized in several important ways.
D. This is a correct answer. The article explains the benefit of Santorio’s inventions for both patients and their
physicians so that accurate diagnoses could be made and treatments could be provided.
E. This statement is incorrect, as the author does not suggest that Galileo inspired many of Santorio’s
inventions. Instead the author details that only that Santorio realized he could use the principle of Galileo’s
thermoscope to create a thermometer.
RI.7.2,
RI.7.1
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F.
3 Part A
B, F
RST.6.8.-6,
RI.7.5,
RI.7.1
3 Part B
4
This may appear to be
a very minor addition
to Galileo’s
thermoscope, but it
was actually a very
A. The author does not suggest that Galileo felt unappreciated and does not mention Santorio feeling this way
until paragraph 10.
B. This is a correct answer. Paragraphs 1 and 2 explain the scientific principles behind Galileo’s thermoscope,
while paragraph 3 describes his opinion on its usefulness. This information establishes the connection to
Santorio’s later improvements.
C. The author does not suggest that experiments conducted at one point in history were more or less important
than others. Instead, he explains how Santorio built upon ideas Galileo had considered previously.
D. The author does not suggest that Galileo is due credit for Santorio’s inventions, but rather explains the
connections between the two men’s ideas.
E. Although these paragraphs help readers understand Galileo’s thoughts about his thermoscope, the focus is
on the scientific principle that links one of Galileo and Santorio’s inventions, not how scientific minds work.
F. This is a correct answer. These paragraphs illustrate how Galileo’s observations became the foundation for
Santorio’s thermometer.
A. The statement explains Galileo’s misconception of his invention, rather than how Santorio transformed his
idea.
B. The statement explains the outcome of the thermoscope for Galileo, not how Santorio went on to develop
the thermometer based on Galileo’s observations.
C. This is the correct answer. This statement supports the idea that Santorio built upon Galileo’s initial
discovery.
D. The statement explains how Galileo’s invention worked, rather than how Santorio utilized the idea behind
the invention.
C
He made two
important changes
that transformed
Galileo’s thermoscope
into the thermometer.
(para. 4)
This statement describes a minor detail from the article, describing only one of Santorio’s many
accomplishments.
This statement explains how Santorio changed Galileo’s invention, which the author categorizes as
“important.”
RST.6-8.8,
RST.6-8.1
This statement explains one change Santorio made to Galileo’s thermoscope, including the author’s
judgment that the addition was “a very important one.”
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important one. (para.
6)
5
6
7
A
C
C
RI.7.3,
RI.7.1
A. This is the correct answer. This statement accurately describes how the thermometer works, as well as the
conclusions that can be drawn from its results.
B. The purpose of a thermometer is to measure a person’s body temperature, not lung capacity. It does not
work based on pressure from air from the lungs.
C. A thermometer operates by keeping a person’s air and the water inside separate rather than mixing them.
D. A thermometer measures a person’s temperature by determining how the person’s breath, not pulse, affects
the water level.
RI.7.3,
RI.7.1
A. It explains another of Santorio’s inventions, rather than how he solved for the lack of second hands on
clocks.
B. It describes how Santorio refined his thermometer, not how he worked around a lack of refinement in clocks.
C. This is the correct answer. Because clocks lacked a second hand to accurately measure time, Santorio
adapted the length of a weighted rope and a pendulum to measure a person’s pulse rate.
D. It identifies another of Santorio’s inventions, unrelated to the problem with the lack of second hands on
clocks.
RI.7.8,
RI.7.1
A. This option is incorrect. It only explains that charges of neglecting his students were dismissed, not that
Santorio was a “respected man.”
B. This option is incorrect. Although Santorio was buried in a church, this detail alone does not support the idea
that Santorio was a “respected man.”
C. This is the correct answer. This fact supports the author’s statement that Santorio was a “respected man”
because his remains were saved from warring invaders and his skull, a tribute to his ideas, is currently
displayed at a university.
D. This option is incorrect. It focuses on one of Santorio’s actions that may have generated respect, rather than
demonstrating that others respected him.
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8
(Optional
Writing
Prompt)
See right column
W.7.1,
W.7.4,
W.7.9,
RI.7.8,
RI.7.1,
L.7.1,
L.7.2,
L.7.3
A good student response will include most of the following points:
 Santorio’s inventions were focused on improving diagnoses for patients so that doctors could treat
accordingly. The thermometer is a good example: “Santorio knew the thermometer would enable doctors to
determine a person’s temperature exactly, making both diagnosis and treatment more precise.”
 Santorio also invented the pulsilogium to improve the accuracy of measuring a patient’s pulse. For both the
thermometer and the pulsilogium, Santorio kept working to improve, showing determination and
commitment to reach his goal of improving lives.
 Santorio invented a bathing bag for those unable to get out of bed, further showing he was committed to
making those suffering more comfortable.
 Santorio also introduced a way of removing bladder stones.
 He taught at the university, wanting to share his knowledge with others.
 He willed all of his money to schools, charities, and scientific endeavors.
15
Additional Resources for Assessment and CCSS Implementation
Shift 1 – Complexity: Regular practice with complex text and its academic language


See Appendix B for examples of informational and literary complex texts
http://www.corestandards.org/assets/Appendix_B.pdf
See the Text Complexity Collection on www.achievethecore.org
Shift 2 – Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and
informational


See Close Reading Exemplars for ways to engage students in close reading on
http://www.achievethecore.org/steal-these-tools/close-reading-exemplars
See the Basal Alignment Project for examples of text-dependent questions
http://www.achievethecore.org/basal-alignment-project
Shift 3 – Knowledge: Building knowledge through content-rich nonfiction

See Appendix B for examples of informational and literary complex texts
http://www.corestandards.org/assets/Appendix_B.pdf
Sample Scoring Rubric for Text-Based Writing Prompts:
http://achievethecore.org/content/upload/Scoring_Rubric_for_Text-Based_Writing_Prompts.pdf
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